How instructional sequences guide learning processes are often regarded as a neutral act. However, does designing instruction carry a politics? This investigation explores how instruction is made as a pedagogical object. The purpose is to explore the epistemological principles and conceptual framework that produce instruction's formalized…

A paradigm for the recalibration of teacher-made assessment that assesses and evaluates in one operation is formulated. The effort to make the classroom the primary source of educational research activity is contingent on redefining educational research as empirical and not experimental. This emphasizes that the empirical analysis of instructional…